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  • 701.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sustainability and Innovative Organisational Change: Identifying and Dealing with Non-synchronised Processes in a Rapidly Changing Environment2002Report (Other academic)
  • 702.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sustainability in a Rapidly Changing Environment2002In: Creating Sustainable Work Systems: Emerging Perspectives and Practices, London: Routledge , 2002, p. 101-113Chapter in book (Other academic)
  • 703.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sustainable heritage in a rapidly changing environment.2009In: Creating sustainable work systems: developing social sustainability. / [ed] Peter Docherty, Mari Kira and Rami Shani, London: Routledge, 2009, p. 117-130Chapter in book (Other academic)
  • 704.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Bellaagh, Katalin
    Hanson, Marika
    Perspektiv på delat ledarskap i några kommunala verksamheter: Uppfattningar från 14 delande enhetschefer, deras medarbetare och överordnade, i Stockholms stad2006Report (Other academic)
  • 705.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ekman Philips, Marianne
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att leva och organisera i ett dynamiskt arbetsliv – en inledning2003In: Förnyelse på svenska arbetsplatser: Balansakter och utvecklingsdynamik, Stockholm: Arbetslivsinstitutet , 2003, p. 7-14Chapter in book (Other academic)
  • 706.
    Wilhelmson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jonasson, Ditte
    Talerud, Bo
    Interaktiv kompetens i högre utbildning2004In: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, p. 150-163Chapter in book (Other academic)
  • 707. Wilhelmsson, Niklas
    et al.
    Dahlgren, Lars Owe
    Hult, Håkan
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lonka, Kirsti
    Josephson, Anna
    The anatomy of learning anatomy2010In: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 15, no 2, p. 153-165Article in journal (Refereed)
    Abstract [en]

    The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy. Second-year medical students were interviewed with a focus on their approach to learning and their way of organizing their studies in anatomy. Phenomenographic analysis of the interviews was performed in 2007 to explore the complex field of learning anatomy. Subjects were found to hold conceptions of a dual notion of the field of anatomy and the interplay between details and wholes permeated their ways of studying with an obvious endeavor of understanding anatomy in terms of connectedness and meaning. The students' ways of approaching the learning task was characterized by three categories of description; the subjects experienced their anatomy studies as memorizing, contextualizing or experiencing. The study reveals aspects of learning anatomy indicating a deficit in meaningfulness. Variation in approach to learning and contextualization of anatomy are suggested as key-elements in how the students arrive at understanding. This should be acknowledged through careful variation of the integration of anatomy in future design of medical curricula.

  • 708.
    Wistedt, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Den tillämpade pedagogikens dilemman2009In: Pedagogik som examensämne 100 år / [ed] Lennart Wikander, Christina Gustafsson, Ulla Riis, Lena Larson, Uppsala: Uppsala universitet, Pedagogiska institutionen , 2009, p. 181-190Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln diskuterar fyra tolkningar av pedagogikämnet som tillämpad vetenskap samt olika former för att integrera kunskaper från olika forskningsfält i mångvetenskaplig samverkan.

  • 709.
    Wistedt, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Om konsten att skriva akademisk text2008In: Främlingskap och tolkning: En vänbok till Charles Wstin, Pedagogiska institutionen, Srockholms universitet , 2008, p. 28-37Chapter in book (Refereed)
    Abstract [sv]

    Den akademiska prosans kritiska drag diskuteras liksom möjligheterna för studenter att utveckla sin förmåga att skriva akademiskt text.

  • 710.
    Wistedt, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogik för elever med förmåga och fallenhet för matematik2008In: Resultatdialog 2008: Forskning om utbildningsvetenskap, Vetenskapsrådet, Stockholm , 2008, p. 132-136Chapter in book (Refereed)
    Abstract [sv]

    Artikeln rapporterar om resultat från ett forskningsprojekt med stöd från Vetenskapsrådet 2005-2008: Pedagogik för elever med förmåga och fallenhet för matematik.

  • 711.
    Wistedt, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rum för lärande: Om elevers studier på gymnasiet1987Doctoral thesis, monograph (Other academic)
  • 712.
    Wistedt, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vad behöver en forskare kunna?: Några lärdomar från tre decenniers samarbete med Ola2010In: Begreppsbildning i ett intentionellt perspektiv / [ed] Lundholm Cecilia, Pettersson Gunilla, Wistedt Inger, Stockholm: Stockholms universitets förlag , 2010, p. 36-48Chapter in book (Other academic)
  • 713.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edfeldt, Åke W
    Stockholm University, Faculty of Social Sciences, Department of Education.
    High ability education in Sweden: The Swedish model2009In: The Routledge international companion to gifted education / [ed] T. Balchin, B. Hymer & D. J. Matthews, New York: Routledge , 2009, p. 76-83Chapter in book (Other academic)
    Abstract [en]

    The study summarizes the development of Gifted Education in Sweden from its start in the 1980´s through its further development up to 2009. The article provides examples from projects concerning highly able students in reading and in mathematics. Future plans for the development of gifted education in Sweden are discussed.

  • 714.
    Zwedberg, Sofia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ville amma!: En hermeneutisk studie av mödrar med amningsbesvär; deras upplevelser, problemhantering samt amningskonsultativa möten2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The focus is on mothers who asked for help because of initial problems with breastfeeding, i.e., their feelings and experiences, how they cope with their difficulties, and the consultative meetings with a midwife. Taking as a point of departure the ideas that mothers have about breastfeeding, the aim is to describe how mothers experience their situation and themselves as new mothers, when they have problems with breastfeeding, and, to find out how mothers experience the consultative situation as well as their own participation and responsibility.

    Fourteen mothers, who expressed a wish to breastfeed and who asked for help during their stay in the maternity ward, were video-taped during individual consultations with a midwife. Three months later each mother was interviewed about her experiences and feelings as regards the consultations. The outcomes were analysed according to a hermeneutical approach, from an interactionist perspective and, in addition, using crisis theory as a theoretical basis.

    This thesis illuminates the interactionist perspective on three different system levels: the norms in society in relation to the mother’s expectations about breastfeeding, the mother’s intra-psychological process and the consultative meeting.

    The results demonstrate that the women had thought of breastfeeding as a ‘door opener’ into the new role of motherhood. When the mother instead encountered a breastfeeding situation that did not meet with her expectations, there were two things that stood out very clearly; i.e., a feeling of inadequacy, and a constant internal as well as external questioning of herself. The fact that breastfeeding did not turn out as expected could also trigger a crisis reaction.

    It was important that the mother had a feeling that the midwife understood her, so what she was talking about became meaningful. This in turn could lead to a shift in attitude so that the mother changed from a closed position to an open and, thus, could begin to look forward.

    If breastfeeding did not turn out the way the mother had hoped her self-image was influenced and ‘coming into existence” as a mother was more difficult.

    To be involved and responsible had different meanings depending on where the mother was in the process, which meant that the mothers wanted different kinds of support on the way. One condition for making this possible was the consultative meeting in a manner of reciprocity.

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  • 715.
    Åman, Kerstin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ögonblickets pedagogik: Yrkesgrupper i samtal om specialpedagogisk kompetens vid barn-och ungdomshabiliteringen2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed.

    The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.

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  • 716.
    Åslund, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edlund, Maria
    Stockholm University, Faculty of Social Sciences, Department of Education.
    AS-bra arbetskraft: En studie om personer med Aspergers syndrom (AS) och arbete2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to highlight the type of actions that can facilitate people with Asperger syndrome to get and keep a job in the regular labour market. Four interviews were done with people who have been diagnosed with Asperger syndrome and who got a job in the regular labour market. The study shows that efforts from society and friends at work have played a role when they had got their jobs and when they managed to keep it. The study shows that these efforts have strengthened their self-image and confidence. The study also shows that adaptations in the work, the ability to control over social contacts and the importance of having a job may have contributed to the respondents stayed in the workplace. The study also shows that counseling has played a role in the investigated people’s career development and helped them to find a job. The study draws no general conclusions when the result concerns four peoples own views.  However, the above factors have played a role for the respondents. The result cannot be interpreted to apply to all persons who have Asperger syndrome, it is important to see the individual behind the diagnosis.

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  • 717. Åteg, Mattias
    et al.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Moström Åberg, Marie
    Köping Olsson, Bengt
    Önnered, Loe
    Tasks in the generative leadership; creating conditions for autonomy and integration.2009Conference paper (Refereed)
  • 718. Åteg, Mattias
    et al.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Moström Åberg, Marie
    Alvemark, Karin
    Framtida kärnkompetenser inom HRM – underlag för PAL-utbildning vid Högskolan Dalarna2007In: HRM Workshop 2007 – om svensk Human Resource Management, 2007Conference paper (Refereed)
  • 719. Åteg, Mattias
    et al.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Moström Åberg, Marie
    Backström, Tomas
    Önnered, Loe
    Isaksson, Kerstin
    Att mäta dialogkompetens.: Metodutveckling för projektet Regisserad kompetensutveckling2008In: 1:a Nationella arbetslivsforskningskonferensen, 2008Conference paper (Refereed)
  • 720.
    Ögren, Marie-Louise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Boethius, Siv
    Department of Education.
    Sundin, Eva
    Grupphandledning i psykoterapi inom ramen för utbildningar.2005In: Matrix, Vol. 22, no 4, p. 389-403Article in journal (Other academic)
    Abstract [sv]

    Denna rapport, som har fokus på grupphandledning i psykoterapiutbildning, ger en sammanfattande bild av resultat som erhållits genom ett samarbetsprojekt mellan ett flertal svenska universitet och universitetsrelaterade utbildningsenheter. Projektet bygger på studier av grupphandledning på tre olika utbildningsnivåer; grundläggande psykoterapiutbildning, psykoterapeutbildning och handledarutbildning. Olika teoretiska inriktningar är representerade. Grupperna har omfattat tre eller fyra handledda och en handledare. Kvantitativa och kvalitativa data har samlats in i början, mitten och slutet av respektive utbildning. De studier som presenteras här undersöker och belyser olika aspekter av grupphandledning som upplevelsen av handledning på olika utbildningsnivåer, skillnader och likheter mellan olika psykoterapeutiska inriktningar utifrån att handledningen sker i form av grupphandledning samt upplevelser av gruppklimat och betydelsen av handledarens förhållningssätt. Ett viktigt fynd är att både handledare och handledda betonar behovet av att grupprocesser och fenomen som har sina rötter i såväl samspelet gruppdeltagarna emellan som handledarens förhållningssätt och utbildningens ramar uppmärksammas mer i grupphandledning i psykoterapi.

  • 721.
    Ögren, Marie-Louise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Siv, Boalt Boëthius
    Department of Education.
    Grupphandledning inom psykoterapiutbildningar.2008In: Mellanrummet, ISSN 1404-5559, Vol. 19, p. 61-75Article in journal (Other academic)
    Abstract [sv]

    För att kunna bli en bra terapeut behövs något mer än teoretiska kunskaper. En yrkesskicklighet behöver växa fram genom att teori integreras med tillämpning. Handledning på psykoterapeutisk behandling har en lång tradition som en av tre hörnpelare (teori, egenpsykoterapi och kliniskt arbete under handledning) inom psykoterapiutbildningar på olika nivåer. Tillgång till kontinuerlig handledning har dessutom visat sig fylla en viktig funktion för vidare utveckling och fördjupning för psykoterapeuter för att motverka stagnation och utbrändhet i yrkesrollen.

  • 722.
    Ögren, Marie-Louise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology. Klinisk psykologi.
    Siv, Boalt Boëthius
    Department of Education.
    Olsson, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Organizational structure and framework.: A case study of Swedish training programs in psychotherapy.2008In: Organizational and Social Dynamics: An international Journal for the Integration of Psychoanalytic, Systemic and Group Relations Perspectives, ISSN 1474 2780, Vol. 8, no 22, p. 256-278Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The aim of the study was to highlight the design and functioning of the organizational framework supporting psychotherapy supervision at psychotherapy training institutions at postgraduate level in Sweden. The study was based on data from course coordinators and supervisors, who are the two main categories of employees involved in these programs. Two questionnaires were constructed (Course Coordinator Questionnaire and Supervisor Questionnaire).

    Our results indicated that the organizational framework for different training institutions were fairly similar with regard to the perceived primary task, i.e. supervision goals and its overall framework. However, according to the course coordinators, there were certain differences with regard to the management of role distribution, group composition, information, routines, regularity and accessibility. Also, economic and geographical conditions had a substantial influence on the design and functioning of the framework. The supervisors stressed the importance of explicit organizational frames, clear information and routines for, e.g. evaluation, how to deal with conflicts and failing, and above all the need for a competent and flexible course coordinator. The collected information might be used for further discussion of a functional framework supporting psychotherapy supervision in a training context.

  • 723.
    Öjelind Mikaelsson, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sjölinder, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eftersom vi inte väljer våra föräldrar, hur väljer vi då till gymnasiet?: Hur den sociala bakgrunden påverkar niondeklassares val2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The social imbalance recruitment has been a current topic for years. Since much research has focused on the higher education's problems with this, this thesis aims to investigate if you are already at the high school choice were influenced by your social background. To get a further dimension to this topic, the French sociologist Bourdieus thoughts on people's possession of, what he calls cultural capital was used, and we made use of it in the sense of parental education. Through a survey conducted in four ninth grades in two municipalities with different characteristics in terms of socio-economic conditions, we asked questions about their choice to high school. What programs did they choose? What factors were important? And which person had influenced them? The results showed a pretty clear dividing line between the pupils who came from homes with strong cultural capital to those who did not in the same sense. Students from these homes selected by an overwhelming majority a study preparatory program, the school's reputation was important and they had parents who were very active along with the student. Students who chose vocational programs, prioritized to a higher degree to begin work after high school, had discussed a lot with their parents but they (the parents) had not otherwise been so active. Conclusions of the study is that it largely follows the previous literature found on the subject, i.e. that the social background largely affects how we choose in specific situations. The parents' influence is great, which is useful for counsellors to know about and make use of in meeting with students and their families in school.

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  • 724.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Begreppsbildning i ämnesövergripande och undersökande arbetssätt.: Studier av elevers arbete med miljöfrågor.2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.

    Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.

    The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.

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  • 725.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Concept Formation in Environmental Education: 14-year olds’ work on the Intensified Greenhouse Effect and the Depletion of the Ozone Layer2005In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, no 8, p. 891-908Article in journal (Refereed)
    Abstract [en]

    A case study is presented describing the work of three pupils in the upper level of compulsory school. The pupils were learning about the intensified greenhouse effect and the depletion of the ozone layer. In their work, the need for certain domain-specific knowledge becomes apparent; for example, understanding such concepts as photosynthesis, radiation and catalyst. The results show that the pupils experienced difficulty in distinguishing between the different meanings attached to individual concepts in their theoretical and practical contexts. They are often unable to identify the meaning relevant to the specific environmental problem that they are working on. The pupils' difficulties are seen here as a problem of differentiation between concepts denoted by the same term as well as between different aspects of the same concept, a view that is then related to the question of appropriate conditions for conceptual change.

  • 726.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Emotionella faktorers roll i elevers begreppsbildningManuscript (Other academic)
  • 727.
    Österlind, Karolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Halldén, Ola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Linking theory to practice.: A case study of pupils’ course work on freshwater pollution2007In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 16, no 1, p. 73-89Article in journal (Refereed)
    Abstract [en]

    The article discusses the study which examines the learning of five pupils aged 13-14 years old on freshwater pollution and related theoretical concepts. It devotes to fieldwork conducted at a polluted lake and other practical activities to promote the pupils' understanding of the central concepts in the study of freshwater pollution. Results indicate that the pupils do not seem to make the connection between the theoretical concepts and the practical context, however, they interpret the concepts within separate practical concepts. In addition, the study shows that contextualization is the main factor on pupil's difficulty in understanding theoretical concepts.

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